tvet certificate v in carpentry · 2020-01-11 · 2.2 minimum entry requirements tvet certificate...
TRANSCRIPT
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5
TVET CERTIFICATE V in
CARPENTRY
CODE CSTCA5001
Kigali, November 2014
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CSTCA5001-TVET CERTIFICATE V
CARPENTRY
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
November 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to the
WDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2016
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
http://www.wda.gov.rw/
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 3
2.6 Information about competencies 5
3 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.4 Flowchart 8
4 . A S S E S S M E N T G U I D E L I N E S 9
4.1 Assessment Methodology 9
4.2 Portfolio 9
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 3
LU1: Conduct OSH (occupational safety and health) monitoring 15
LU 2: Collect and analyze Occupational health, safety incidents report 19
LU 3: Train all staff on occupational health and safety matters 25
C C M I W 5 0 1 - I C T A T W O R K P L A C E 3 1
LU 1: Prepare document Layout 33
LU 2: Apply basic computer operations 38
LU 3: Manage Data 44
C C M E N 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 5 0
LU 1: Communicate orally in social and professional situations with ease 52
LU 2:Read correctly a range of materials 57
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LU 3:Listen to audio messages with different English accents to get the intended message 61
LU 4:Produce a variety of medium texts on professional and general topics 66
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 7 3
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 76
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 83
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 92
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 101
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 111
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 2 2
LU 1: Communicate with customers and colleagues from diverse backgrounds 124
LU 2: Address cross-cultural misunderstandings 128
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 2
LU 1: Apply human values 134
LU 2:Respect engineering ethics 139
LU 3:Apply safety 143
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 4 8
LU 1: Identify Activities To Be Accomplished For Real Business 150
LU 2: Create a productive working environment 157
LU 3: Run real business operation 165
LU 4: Monitor and evaluate the business 171
C A P I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 7 6
LU 1: Apply for internship/employment 178
LU 2:Demonstrate appropriate workplace behavior and attitudes 182
LU 3: Respect worker’s and employer’s rights and responsibilities 187
LU 4: Organize and evaluate one’s internship 193
G E N G C 5 0 1 - A P P L Y G E N E R A L C H E M I S T R Y 1 9 9
LU 1:Describe the transition metals 201
LU 2:Perform chemical titration 206
LU 3:Perform electrochemical cell reactions 212
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LU 4: Describe polymerization 217
G N E G P 5 0 1 - G E N E R A L P H Y S I C S 2 2 3
LU 1: Sources of Energy in the world 226
LU 2:Motion in orbits 230
LU 3: Mobile phone and radio communication 234
LU 4: Climate change and Greenhouse effect. 239
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 243
LU 6: Application of optical fibre in telecommunication systems 248
G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 2 5 5
LU 1: Apply fundamentals of integrals 257
LU 2: Identify measures of dispersion and interpret bivariate data 261
C A P A D 5 0 1 - A R C H I T E C T U R A L D E S I G N 2 6 6
LU 1: Pre-design conception 268
LU 2:Develop and refine observational drawing technique 273
LU 3: Produce finished observational drawings 279
Summative Assessment 284
C A P E C 5 0 1 - I N S T A L L I N G E X T E R I O R C L A D D I N G 2 8 8
LU 1:Prepare materials, tools and equipment 291
LU 2:Fix cladding frame 296
LU 3:Fix cladding frame 301
LU 4:Set out, cut and fix weatherboards/panels 307
LU 4:Clean up 313
C A P T D 5 0 1 - T I M B E R S T R U C T U R A L D E S I G N 3 2 3
LU 1: Perform structure planning 325
LU 2: Perform analysis 330
LU 3: Design structure elements 335
C A P W C 5 0 1 - W O O D E N S T A I R C A S E C O N S T R U C T I O N 3 4 4
LU 1: Prepare tools, materials and equipment 347
LU 2: Prepare workplace 355
LU 3:Fix wooden stair components 360
LU 4: Perform finishing 367
C A P C R 5 0 1 - C O N S T R U C T I N G R O O F 3 7 7
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LU 1: Prepare tools, materials and equipmentLearning 380
LU 2: Fix Roof Frame 386
LU 3:Apply roof covers 391
Summative Assessment 396
G L O S S A R Y a
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List of abbreviations
CM Complementary Modules
CDU Curriculum Development Unit
CSCA5001 Construction/ Carpentry/ RTQF Level Five Version One
ICT Information Communication Technology
OHS OccupationalHealthandSafety
PPE Personal Protective Equipment
RTQF Rwandan TVET Qualifications Framework
TVET Technical and Vocational Education and Training
WDA Workforce Development Authority
IPRC Integrated Polytechnic Regional Centers
TSS Technical Secondary Schools
VTC Vocational Training Centre
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
MUHIRE Jean Marie Vianney – WDA
RWAMASIRABO Aimable– RP
Facilitators
Tumaini Manimbi – WDA
Iryumugabe Vincent de Paul– 2JBenchmark
Curriculum Development Team
Name Function Company/Institution
1. MUGIRANEZA Abel Carpentry Instructor IPRC Kigali 2. KALISA Parfait Carpenter TSS Nyamata 3. KAYUMBA Elia Carpentry trainer NCC Ltd 4. GASHAYIJA Silas Carpentry trainer IPRC Kigali 5. SIBOMANA Abdoul Carpentry trainer TSS HANIKA 6. NIZEYIMANA Philbert Carpenter trainer CSMZ/Muko 7. HARELIMANA Andre Civil engineer REIME Rwanda Ltd 8. NZEYIMANA Valens Carpenter Hard group Ltd 9. UMUHOZA Sandrine Carpenter IPRC-KIGALI 10. NDORIMANA Leodomir Carpentry Instructor IPRC Kigali 11. BUGINGO Corneille Data manager Techno smart 12. GUMYUSHIME Irenee Carpenter Magic Hands Ltd 13. NSANZAMAHORO Ernest Carpenter EGC 14. NDUTIYE Christophe Carpentry trainer VTC Mpanda 15. HABARUREMA Jonas Carpenter RWATEC 16. MUSONI Jean Claude Trainer Nyabihu TVET School 17. MUSAFIRI Ernest Instructor IPRC NGOMA 18. UWERA Marceline Socio-linguistics Officer RALC
19. BUCYENSENGE Vincent Instructor IPRC KARONGI 20. GASANA Vedaste Lecturer INES 21. MUREGO Yves Quality Assurance Officer WDA 22. MUTAGANZWA Gilbert Teacher Ecole Sec de Rukara 23. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi 24. KAMBARI Vincent Teacher GS St Marcel/Kayonza 25. UWINEZA Patrice Sciences trainer Nyamata TVET School 26. GASIMBA François Xavier Lecturer UR/College of
Education
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27. MATATA Jean Bosco Teacher College Ami des Enfants
28. UMUGABEKAZI Yvette Chemist ADM-IBTC 29. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
30. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a carpenter. It is designed with an
approach that takes into account the training needs, the work situation, as
well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2 2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various Energy Sector
industries where Hydropower Maintenance
technician is provided; Learners may work
with full autonomy
At the end of this qualification, qualified
learners will be able to:
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Apply professional ethics
Apply mathematics
Apply general chemistry
Apply general physics
Install exterior cladding
Construct Roof
Perform Architectural Design
Perform timber structural design
Construct wooden stair case
Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in Solar energy, domestic electricity or other relevant qualifications or through Recognition of Prior Learning.
.
Title: TVET Certificate V in CARPENTRY
Level: REQF Level 5
Credits: 120
Sector: CONSTRUCTION
Sub-sector: CARPENTRY
Issue date: November 2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Energy sector with the professionalization
of Energy workers; this qualification again offers the opportunity to execute the works as
Hydropower Maintenance technician, Hydropower plants, and ensure that safety and security
regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Possible jobs related to this qualification
Interior/ architectural design
Site foreman
Designer
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification after
achieving TVET Certificate IV in
Carpentry.
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification are able to enter Diploma in Carpentry
Pathways into the qualification
Pathways from the qualification
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Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 16 Core competencies : 9 Complementary competencies : 7 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace 3
2 CCMUE501 Maintain professional conversation in upper-intermediate English 3
3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
4 CCMSE501 Work in a socially diverse environment 3
5 CCMIW501 Use ICT at workplace 3
6 CCMBO501 Organize a business 3
7 CCMPE501 Apply professional ethics 3
Total 21
No Code Core competencies Credit
GEN
ERA
L 1 GENAM501 Apply Advanced analysis and statistics 8
2 GENGC501 Apply general chemistry 6
3 GENGP501 Apply general physics 5
SPEC
IFIC
4 CAPEC501 Install exterior cladding 12
5 CAPCR501 Construct Roof 10
6 CAPID501 Perform Architectural Design 8
7 CAPTD501 Perform timber structural design 10
8 CAPWC501 Construct wooden stair case 10
9 CAPIA501 Integrate workplace 30
Total 99
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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Carpenter PROCESS GENERAL AND COMPLEMENTARY COMPETENCES
SPECIFIC COMPETENCIES Du
rati
on
(8
00
Hrs
)
Pre
par
e th
e w
ork
Per
form
tes
tin
g o
per
atio
ns
(in
situ
/lab
ora
tory
)
Rec
ord
th
e re
sult
s
Inte
rpre
t re
sult
s
Rep
ort
th
e w
ork
Mo
nit
or
Occ
up
atio
nal
SH
E b
est
pra
ctic
es
Mai
nta
in P
rofe
ssio
nal
Co
nve
rsat
ion
in n
up
pe
r in
term
edia
te
Engl
ish
Gu
kore
sha
Ikin
yarw
and
a cy
' In
tyo
za
Wo
rkin
g in
soci
ally
div
erse
en
viro
nm
ent
Use
ICT
at w
ork
pla
ce
Org
anis
e a
bu
sin
ess
Ap
ply
pro
fess
ion
al e
thic
s
Ap
ply
Ad
van
ced
an
alys
is a
nd
sta
tist
ics
Ap
ply
gen
eral
Ph
ysic
s
Ap
ply
gen
eral
ch
emis
try
#
2
3
4
7
8
9
10
12
13
14
Duration (400 Hrs) 30
30
30
30
30
30
30
80
50
60
1 Install exterior cladding 120 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●
2 Construct Roof 100 ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○ ○ ○
3 Perform Architectural Design 80 ▲ ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○ ○ ○
4
Perform timber structural design 100 ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ● ○ ●
5 Construct wooden stair case 100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies | Between general and particular
competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Figure 2: Flowchart
Monitoring of occupational S.H.E at workplace 3
Working in a Socially Diverse Environment 3 ICT at Workplace 3
Ikinyarwanda k' Intyoza 3 Upper Intermediate at Workplace 3
Professional Ethics 3
General Physics 5 General Chemistry 6
Advanced Analysis and Statistics 8
Architectural Design 8 Installation of Exterior Cladding 12
Timber Structural Design 10 Wooden Staircase Construction 10
Constructiong Roof 10
Business Organisation 3
Industrial Attachment Program (IAP) 30
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
Note:
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-
Competence
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
-
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
-
Learning unit LU1: Conduct OSH (occupational safety and health) monitoring
1 Learning Outcomes:
1. Check if SHE policies, procedures and regulations are
applied
2. Monitor use of PPEs
3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
Personnel protective
equipment
Health of employees
o Brainstorming
o Documentary research
o Group discussion
˗ Flipcharts
˗ Markers
˗ Flipcharts stand
˗ Internet
Resources Learning activities Content
-
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
Facilities
Reporting of incidents and
accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
-
Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
˗ Checklist
˗ PPEs
˗ Brushes
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
-
Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
-
Learning unit
LU 2: Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
-
medical expenses Economic impact
poor production, closer of the company compensation repairs
Physical effects permanent injuries, loss of ability to handle
materials, persistent pain headaches
Psychological effects anxiety, depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Performance criterion
Proper analysis of OSHE data collected
-
Learning Outcome 2. 3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
-
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
-
Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
-
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
Using personal protection
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Learning unit LU 3: Train all staff on occupational health and safety matters
3
Learning Outcomes:
1. Provide information and instructions
2. Train all employees and supervisors on OSHE
standards/regulations
3. Evaluate trained OSHE programs 10Hours
Resources Learning activities Content
-
and safety equipment as
required by the employer.
Following safe work
procedures
Knowing and complying with
all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or as
the representative
Responsibilities of supervisor
Instructing workers to
follow safe work practices.
Enforcing health and safety
regulations.
Correcting unsafe acts and
unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and investigating
all accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
Responsibilities of management
Providing a safe and healthful
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
or certified as required.
Reporting accidents/incidents
-
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
-
Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Formative Assessment 3.2
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working place
Hazard identification and risk
control
Making the working area safe
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
Procedures
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
-
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
Performance criterion
Proper evaluation of trained OSHE programs
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
-
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
-
Competence
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to
make the most of technology to demonstrate creative thinking, problem solving and knowledge
construction. It focuses on completing workplace tasks, such as researching and creating documents
with text, graphics and numerical information using commonly used tools such as: Microsoft Office –
(Word, Excel and PowerPoint), Email, and The Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,
Communicate and collaborate, Locate, use and synthesize information found using technology and
Develop skills necessary to function in this century.
-
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
-
Learning unit
LU 1: Prepare document Layout
1 Learning Outcomes:
1. Set up a grid structure
2. Arrange text zones and non-textual ones
3. Use special effects
10 Hours
Learning Outcome1.1:Set up a grid structure
Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
Use asymmetrical grids to add interest to your design.
Work with margins, row and column gaps (Placement of intentional whitespace).
Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper set up of a grid structure
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator: Basic grid structures for page layout a are well identified
Indicator: Asymmetrical grids is well detected
Indicator:Working with margins are well described
Observation
Learning Outcome 1.2:Arrange text zones and non-textual ones.
Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
Size and position of images and figures and work with image captions
Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout
Box outs and sidebars, which present information as asides from the main text flow
Page headers and page footers, the contents of which are usually uniform across content pages.
Table of contents
o Practical exercise on editing and arrange a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Resources Learning activities Content
-
Notes like footnotes and end notes; bibliography
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator:Work with Stylesare well identified
Indicator: Size and position of images is well detected
Indicator:Pull quotes and nut graphs is well detected
Indicator:Box outs and sidebars are well identified
Indicator:Page headers are well described
Observation
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
-
Learning Outcome 1.3: Use special effects
Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Performance criterion
Proper use of special effects
Resources Learning activities Content
-
Checklist Score
Yes No
Indicator: Methods of overlaying text on an image are well identified
Insert text appropriately
Increase the contrast
Use a transparent overlay
Drop shadow
Indicator: Runaround and intrusions is well detected
Observation
-
Learning unit LU 2: Apply basic computer operations
2 Learning Outcomes:
1. Import, Export, and Convert Data Files
2. Use storage media
3. Apply printer settings
4. Connect computer to the network
10Hours
Learning Outcome 2.1:Import, Export, and Convert Data Files
Variety of different file formats Formats Typical Extension
Data Import techniques
Data Export techniques
Compress a file
File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
˗ Projector ˗ White Board ˗ Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Variety of different are well identified
Formats
Typical Extension
Indicator: Data Import techniquesis well detected
Indicator:Data Export techniquesare well described
Indicator: Compress a fileare well identified
Indicator: File Conversionare well described
Observation
Learning Outcome 2.2:Use of storage media
Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive or Flash Drive Optical Drive (CD/ DVD discs) Cloud Storage.
Storage capacity Description of units of data
Disk formatting Partitioning Erase data
o Brainstorming on storage types
o Practical exercises on disk formatting
˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices
Formative Assessment 2.2
Performance criterion
Appropriate use of storage media
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Different types of storageare well identified
External removable hard drive
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator:Storage capacityis well detected
Unit of data
Indicator:Disk formattingare well described
Partitioning
Erase data
Observation
-
Learning Outcome 2.3:Apply printer settings
Page setup Print preview Print dialog box
Selecting printer name Printer options Printing one or more
copies Printing in black/white
or color Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
˗ Computer Lab With Current Word processing Package installed in each computer
˗ Printer ˗ Projector
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Page setup are well identified
Print preview
Print dialog box
Indicator:Selecting printer name is well detected
Printer options
Printing one or more copies
Printing in black/white or color
Printing in black/white or color
Observation
Performance criterion
Appropriate application of Printer settings
Resources Learning activities Content
-
Learning Outcome 2.4: Connect computer to the network
Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network,
or SAN Enterprise private
network, or EPN Virtual private
network, or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
˗ Computer Lab With Internet
˗ Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Appropriate connect computer to the network
Resources Learning activities Content
-
Checklist Score
Yes No
Indicator:Common types of area networks based are well identified
Personal area network, or PAN
Local area network, or LAN
Metropolitan area network
Wide area network, or WAN
Wireless Local Area Network or WLAN
Indicator:Common types of area networks based on main purposeis well detected
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: connect to the internet are well described
Fixed internet
Mobile internet
Observation
-
Learning unit LU 3: Manage Data
3 Learning Outcomes:
1. Manage data types
2. Apply data validation
3. Apply logical functions
4. Analyze data
5. Apply data protection 10Hours
Learning Outcome 3.1: Manage data types
Description of data types Data type (Byte, integer, long,
single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
Techniques of entering data types in cells and their default formats
Labels to describe pieces of information
Values (Raw numbers or dates)
Formulas to perform calculations
o Brainstorming on data types
˗ Computer Lab ˗ Projector
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper management of data types
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Description of data are well identified
Data type
Length
Description
Indicator: Techniques of entering is well detected
data types in cell
default formats
Indicator: Labels to describe are well described
Indicator: Valuesis well detected
Indicator: Formulas to perform are well described
Observation
Learning Outcome 3.2:Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Practical exercises on data validation based on calculation in another cell
- Computer Lab - Projector
Formative Assessment 3.2
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator:Search/Find is well detected
Indicator: Deleting a range of textare well described
Observation
Learning Outcome 3.3:Apply logical functions
Logical function overview (AND, OR, XOR and NOT)
Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
˗ Computer lab ˗ Projector
Formative Assessment 3.3
Performance criterion
Adequate application of Logical functions
Resources Learning activities Content
Performance criterion
Proper application of data validation
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Logical function overview are well identified
AND
OR
NOT
XOR
Indicator:Between condition is well detected
IF function
Observation
Learning Outcome 3.4:Analyse data
Create different types of charts
Table style and application of conditional formatting
Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
˗ Computer lab ˗ Projector
Formative Assessment 3.4
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
Line and column charts
Pie
Miniature graphs
Bar
Indicator:Table style is well detected
Application
conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security
o Compile activities reports ˗ Computer lab ˗ Projector
Formative Assessment 3.5
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
Performance criterion
Appropriate application of data protection
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Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different
trade-related texts,Summarize trade-related texts (in own words), identify differences between
common English accents, Listen and respond to users of common English their accents, Reporting
information listened to from different common accents, Steps of speech preparation and delivery,
Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-
related texts and Summarise texts.
-
Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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Learning unit
LU 1: Communicate orally in social and professional situations with ease
1 Learning Outcomes:
1. Prepare speeches for different social and professional occasions
2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according
to question forms 10 Hours
Learning Outcome1.1:Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting
the Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice
Task: Write a 5 minutes’ speech on a topic of choice to be presented to
the class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified
Familiar audienceis identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
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Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
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Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Observation
Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
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Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Learning unit
LU 2:Read correctly a range of materials
2 Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Performance criterion
Adequate reading of different trade-related texts
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Presentations Matching Multiple choice
Task: Using an appropriate reading strategy, read the text provided to you
and answer its comprehension questions
Checklist Score
Yes No
Indicator 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension
Key terms/words are explained
Comprehension questions are answered
Observation
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Learning Outcome 2.2:Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Role play o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Lesson plan
Trainee manual
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
Resources Learning activities Content
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Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas Elimination of the less
important details Paraphrasing in own
words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
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Learning unit
LU 3:Listen to audio messages with different English accents to get the intended message
3 Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately
4 10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening for General
information Listening for Specific
information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through
Interactions Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Formative Assessment 3.1
Performance criterion
Appropriate listening and responding to others
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1: Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2: Types of listening are correctly applied
Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed
Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
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Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and identify
the differences between the accents of both speakers
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
-
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may